Developing A Science Journalism Course For Developing Countries

Developing a science journalism
course for developing countries
A report on the UNESCO workshop and

questionnaire conducted in association
with the World Conference of Science
Journalists, April 16–19 2007
June 2007
Report produced by:
in association with The University of Queensland and Boston

University
A report on the UNESCO workshop and questionnaire
Contents
1. Executive summary ..............................................................................................1
2. Introduction...........................................................................................................2
2.1 This report ....................................................................................................2
2.2 Background to project ..................................................................................2
2.3 First steps .....................................................................................................3
3. Activities at the 2007 World Conference of Science Journalists ..........................4
3.1 UNESCO workshop......................................................................................4
3.2 Questionnaire ...............................................................................................4
3.3 Presentation of workshop results .................................................................4
4. Training in science journalism ..............................................................................5
4.1 The overall demand for training....................................................................5
4.2 The number of science journalists................................................................5
4.3 Training scientists in journalism....................................................................5
4.4 Training journalists in science ......................................................................6
5. Challenges in science journalism training ............................................................7
5.1 Low status of science journalism..................................................................7
5.1.1 Competition with reporting on crime and politics ..................................7
5.1.2 Dominance of health in science reporting ............................................7
5.1.3 The balance of power between journalists and scientists ....................7
5.1.4 Science as a specialisation ..................................................................8
5.2 Finding local stories......................................................................................8
5.3 Resources ....................................................................................................8
5.3.1 Internet/web access in developing nations...........................................8
5.3.2 Access to scientific information ............................................................9
5.4 Language and culture issues .......................................................................9
5.5 Career opportunities .....................................................................................9
5.6 Lack of support and networking skills.........................................................10
6. Needs from science journalism training .............................................................11
6.1 Developing the course................................................................................11
6.2 Course content ...........................................................................................11
6.3 Course delivery ..........................................................................................13
6.3.1 Rate and length ..................................................................................13
6.3.2 Agents ................................................................................................13
6.3.3 Materials .............................................................................................13
7. Complementary activities ...................................................................................15
7.1 Training scientists.......................................................................................15
7.1.1 Media skills .........................................................................................15
7.1.2 Undergraduate modules .....................................................................15
7.2 Press officers..............................................................................................15
7.3 Mentoring programs for science journalists in developing countries ..........15
7.3.1 Evaluating mentoring programs..........................................................15
7.3.2 Relationships ......................................................................................16
8. Recommendations .............................................................................................17
8.1 Develop a generic one-year postgraduate course......................................17
8.2 Make modules available to working journalists ..........................................17
8.3 Promote modules to become part of existing undergraduate journalism
courses...................................................................................................................17
8.4 Train scientists in media skills ....................................................................17
8.5 Support networks and training of science communicators / press officers.18
8.6 Support regional networks of journalists.....................................................18
8.7 Work with media agencies .........................................................................18
Developing a science journalism course for developing countries

Appendix A: Draft generic science journalism outline ................................................19

Course objectives...................................................................................................19
Target audiences ...................................................................................................19
Project outcome .....................................................................................................19
Course outline ........................................................................................................20
Module 1: The context........................................................................................20
Module 2: Arenas of science journalism.............................................................21
Module 3: Good practice in science journalism..................................................22
Module 4: Sourcing stories and interview skills..................................................24
Module 5: Writing clear stories and scripts ............................................................25
Module 6: Getting the story out ..........................................................................26
Appendix B: UNESCO workshop program.................................................................28
Workshop objectives ..............................................................................................28
Participants ............................................................................................................28
Facilitation ..............................................................................................................28
Workshop outline ...................................................................................................29
Appendix C: WCSJ questionnaire and results ...........................................................30
Appendix D: Workshop participants ...........................................................................41

1. Executive summary
Science journalists working in developing countries face a number of challenges,
such as getting local stories, dealing with reluctant or unskilled scientists, dealing
with press officers who do not understand the science, being looked down on by
scientists as well as fellow journalists, and being poorly paid.
They often have to deal with multiple languages, face the difficult task of translating
science from English, and consider how scientific knowledge connects with
indigenous knowledge. And if they get to report on science at all, it is usually driven
by health issues or the latest environmental crisis.
There has been some media coverage in recent years on topics such as the growing
digital divide, the role of information technology in development, and the perceived
opportunities and risks of biotechnology. But there has not been coverage to the
same degree of research programs and policies concerning critical public health
issues such as malaria and HIV/AIDS; or of controversial issues such as genetically
modified plants, the impact of climatic change, loss of biodiversity, protection of
traditional knowledge and the brain drain.
A genuine obstacle to addressing these issues is the absence of training in how to
report on them. There is a need to train and support science journalists in developing
countries.
We developed a generic course outline and then sought feedback from science
journalists and experts at a UNESCO workshop held in association with the 2007
World Conference of Science Journalists. Based on our findings, we make the
following recommendations to UNESCO:
1. Continue developing a generic course to train science journalists. The course
will be a one-year post-graduate course suitable for people with qualifications
in science or journalism, and delivered by local universities or other
appropriate institutions. The content and scope of the generic course should
be developed and refined to meet local needs at regional workshops and
through consultation.
2. Work at a regional level to adapt the specific science-based modules of the
generic course to suit local needs and conditions. These modules would then
be provided to working journalists on a part-time or short course basis.
3. Work with local universities to adapt the science-based modules of the
generic course for incorporation into existing undergraduate journalism
courses.
4. Support the provision of media skills training workshops for scientists by
developing a generic one or two day course outlines, and then training local
people to run these workshops through a “train the trainer” program.
5. Identify and support networks of science communicators and press officers to
improve scientists’ access to the media and to develop their professional
skills in interfacing between scientists and the media.
6. Support regional networks of science journalists, to develop their professional
skills and promote opportunities for professional development and support.
7. Work with regional media agencies to gain their understanding and support
for science journalism.

2. Introduction
2.1 This report
In this report, we summarise the discussions and results from the UNESCO
workshop on ‘Science journalism in developing countries’ that we conducted on April
16 2007 in conjunction with the World Conference of Science Journalists (WCSJ) in
Melbourne, Australia. We also include the results of an associated questionnaire that
we provided to the 628 delegates at the conference.
2.2 Background to project

To meet the science communication needs of emerging and developing economies,
UNESCO is investing in a project to develop a generic science journalism curriculum
that can be delivered in a 12 month period.
UNESCO believes that a curriculum that can be easily distributed (online and offline)
and delivered to science and humanities students in developing countries will result
in:
• greater coverage of science in the media
• improved quality of science coverage
• improved health, agricultural practices and environment
• stimulus to economic development
• more science-literate populations who can take part in and respond to
development challenges
• more informed decision-making about science and technology issues and
options, at both personal and policy levels
• greater access to scientific information for all
The objectives of the project are as follows:

1. Writing and reporting skills
Develop a high quality, intensive science journalism course for students in
science writing and reporting, which teaches students how to explain science
clearly through print, radio, TV and the Internet. This includes how to identify
messages and get them across, and how to tell stories.
2. Critical thinking
Produce a curriculum that includes methods for teaching students to think
critically about scientific issues and controversies so they can judge the value of
competing arguments.
3. Understanding the media
Increase scientists’ understanding of how the media operates and how science
news, features and editorials can be produced without compromising the quality
of the scientific information.
4. Networking
Develop a flexible science journalism curriculum that can be further developed as
teachers and students provide feedback and share ideas.
5. Accessibility
Improve journalists’ accessibility to international ideas and practices in science
communication.

2.3 First steps

Econnect Communication, The University of Queensland and Boston University were
commissioned by UNESCO to take the first steps in developing the curriculum for
discussion at the expert workshop held in conjunction with the WCSJ.
We prepared a draft broad outline of the curriculum and made contact with
specialists in both developed and developing countries to get their feedback. Based
on this feedback, we produced an initial curriculum outline (see Appendix A) which
we used to prompt discussion at the UNESCO workshop.
In this report we summarise these discussions and make recommendations for
further developing and delivering a science journalism curriculum for developing
countries.
We recognise that the further developing and delivery the curriculum relies on:
• more input and ownership from science journalists and relevant specialists
from developing countries
• negotiating and liaising with suitable agents within developing countries—
especially universities—for delivering the curriculum

3. Activities at the 2007 World Conference of

Science Journalists
3.1 UNESCO workshop
We invited WCSJ delegates and experts from both developing and developed
countries to attend the workshop hosted by UNESCO on Monday, 16 April 2007.
The objectives of the workshop were as follows:
1. discuss the training, mentoring and support needs of science journalists in
developing countries
2. review and discuss the initial results of a UNESCO project to develop a generic
science journalism course for developing countries
3. discuss current mentoring programs for developing country science journalists
and future opportunities for collaboration
4. hear the experience and learning of science journalism teachers
Forty-four delegates from 33 countries registered and attended the workshop (see
Appendix D). An additional 75 people (approx.) attended without registering for the
workshop.
See Appendix B for the workshop program.
We include some quotes from the workshop in this report. While we had someone
take notes throughout the workshop, they were not always able to identify speakers,
so we are unable to attribute all quotes to a country. However, we have chosen
quotes that were representative of the discussion and the ideas expressed by a
number of the participants.
3.2 Questionnaire
We included a questionnaire on the national nature and scope of science journalism
in the satchels of all WCSJ delegates. Our aim was to collect data on delegates’
views of science journalism training needs. See Appendix C for a copy of the
questionnaire and our analysis of the data collected.
We received 23 completed questionnaires from delegates from 16 countries, 13 of
which are considered developing nations: Bosnia & Herzegovina, Cameroon,
Colombia, Costa Rica, Kenya, Nigeria, Pakistan, the Philippines, Thailand, Uganda,
Jordan, South Africa and China.
While the response rate was low, the responses we got backed up the discussions
held during the workshop.
3.3 Presentation of workshop results

Following the UNESCO workshop, Professor Philip J Hilts from Boston University
presented the major results of the workshop at a plenary session of the WCSJ on 19
April 2007. He also invited all interested conference delegates to attend a lunchtime
briefing and discussion session on the same day; 41 people attended for at least
some of the time.
We summarise the main discussion points and outcomes of all the above activities in
Sections 4, 5, 6 and 7 below.

4. Training in science journalism

4.1 The overall demand for training
There was agreement about the need for more training in science journalism in both
developing and developed countries. Interestingly, delegates from the majority of the
developed countries perceived a need almost as great as those from developed
countries. The demand for training relates to the need to:
• make science locally and culturally relevant
• provide greater access to scientific information
• have a greater pool of science journalists or specialist science writers
• have greater coverage of science in the media
• report more objectively on science
• improve public perceptions about science and increase local scientists’
awareness of the role of media in science communication
• connect science to health and environmental reporting
• raise the status of science journalism, especially with editors
• report about science in different languages
4.2 The number of science journalists

The questionnaire respondents were asked to estimate the number of science
journalists in their country. Nine out of 13 respondents from developing countries
responded that they had fewer than 50 science journalists in their country; five of
these indicated that they had fewer than 10. Respondents from developing countries
indicated they had more than 100 or 1000, but it is possible they misinterpreted the
question to record the total number of all journalists in their country.
Questionnaire respondents indicated that print media (magazines and newspapers)
were the most important form of media in developing nations. However, it is likely
that this reflects the view of print media science journalists rather than broadcast
journalists, who are less likely to specialise in science and were far less likely to
attend the WCSJ where their opinions would have been sought. Other discussion at
the WCSJ indicated that radio and or television were the most likely forms of the
media to be accessed by the general public in developing countries.
Respondents from both developing and developed countries most commonly
reported low numbers (fewer than 10) of print, radio, television, and internet science
journalists in their countries. A greater number of print and internet journalists were
reported compared to television and radio.
4.3 Training scientists in journalism

Workshop participants agreed that training in journalism skills could be targeted at
scientists. However, there were varying views on whether having a science
qualification was an important prerequisite for becoming a science journalist:
The job is basically journalism and science is your subject. [It’s about] how to
ask questions and how to get people to trust you… the science is something
you acquire on the ground (USA delegate who has worked in Africa).

Some of the best science reporters in South Africa were crime reporters and
don’t have a background in science, but did have an interest. But along the way
you have to get in touch with scientists and build trust (South Africa).
Some workshop participants believed a science background was detrimental to
becoming a science journalist:
I believe science journalists should not have a science background – it makes
them too close to the scientist and too far away from the audience (Japan).
Most workshop participants thought the most important skills for a science journalist
were basic journalism skills, and that these skills were needed prior to developing
specific science journalism skills. Some typical comments in the discussion were
(countries unknown):
You have to be a journalist first and then second be able to translate science to
public. Journalists have good talent to talk to the public. The main thing is to
have a talent to talk to public and get the information out of the scientists.
In general what makes you a science journalist is your reporting experience. A
good science journalist will have a reporting experience.
Interestingly, there was a perceived need to train journalists in basic journalism skills
in developing countries, where such courses were currently not available in many
regions. This was seen as a priority need, ahead of developing specific science
journalism skills.
4.4 Training journalists in science

There was general consensus that science journalists needed skills additional to
basic journalistic skills, and these include understanding:
• balance versus scientific consensus
• how to read a scientific paper
• how to gain the trust of sceptical scientific sources
• the competitive nature of science and the power plays that can happen
• the limits of science
• the nature of science and how it grows and solves problems
• the nature and philosophy of science and knowledge
• the scientific literacy level of the audience
• statistics and their relevance to the audience
• ethical science reporting

5. Challenges in science journalism training

The challenges to delivering science journalism training, as perceived by the
questionnaire respondents, varied from country to country. However, lack of a
developed curriculum, resources, experienced trainers, funding and other support
were commonly referred to. Some respondents were sceptical about the demand by
media outlets for science journalists.
The key issues discussed at the UNESCO workshop, the WCSJ and through the
questionnaires are summarised below.
5.1 Low status of science journalism

Many involved in the workshop and other discussions believed the status of science
journalism in developing countries was an issue that needed addressing if science
journalism training were to be successful. This low status was seen to be reflected in
the low pay that many journalists, especially science journalists, get in developing
countries. . It was a reflection of the junior role of science journalists in media outlets,
and also a reflection of the comparative status of journalists and scientists.
5.1.1 Competition with reporting on crime and politics

Some spoke of the competition that science journalism faces with other reporting
rounds, especially crime and politics:
The emphasis is on crime and on politics and they don’t get around to doing the
other things.
Crime and corruption are still important issues.
5.1.2 Dominance of health in science reporting

Workshop participants discussed the fact that most science reporting in developing
countries was about health issues and to a lesser extent, environmental issues:
The science is dominated by health and especially HIV and to a small extent
environment, which makes scientists in other fields feel left out.
5.1.3 The balance of power between journalists and scientists

There was also a perceived difference in power between journalists and scientists in
developing countries, making it difficult for journalists to confidently interview
scientific sources:
It is important to train journalists to develop confidence and skills that don’t just
glorify the science. Journalists are not intimidated by businessmen or politicians
but feel less able to deal with scientists (South Africa).
It was thought that many scientists are reluctant to use the media, and can perceive
that the media are wasting their time with “stupid questions”:
Journalists need to feel that they are not treated as stupid. They need to be on
the same level. It is the job of journalists to take stories like climate change and
translate it to a level that is relevant and accessible to poor and disadvantaged
communities. This is a big need (South Africa).
There is this intimidation of journalists to scientists – how do you build this self-
confidence? This is a key thing. The science journalist dares to interview
scientists – this is the difference between general and science journalists.

It was perceived that that trust needed to be developed between journalists and
scientists.
5.1.4 Science as a specialisation

Discrimination against science journalists by media outlets was also perceived to be
an issue, as was the inability of editors to understand the importance of science in
relation to other issues:
Science journalists are very low on hierarchy and it takes them a while to get
past editors. General journalists who venture into science have a problem
(South Africa).
5.2 Finding local stories

There is an issue in developing countries of accessing local scientists for media
stories:
A lot of local journalists say it is easier to talk about research from UK and USA
than to talk about local science as there is no system for making it easier for
the journalists. How to find science stories locally is a key challenge (South
Africa).
Sometimes this problem is related to scientists’ lack of skills in dealing with the
media, and / or press officers’ lack of science communication skills:
In the developed world I would set up a service to bring research news direct
from Asia to journalists around the world. The problem is not getting to
journalists but getting the information out of universities and laboratories. I have
spoken to many universities and press officers and many do not want to read
research papers etc. This is a key issue with the developing world (UK).
Often private laboratories and the corporate sector want journalistic coverage but
only on their own terms.
5.3 Resources
Resources for science journalists in developing countries are often limited:
They have a hard time looking up things. If they want to find journal article, then
it is much more difficult. There’s the additional barrier of resources. In the past
few years there has been movement to give people support in developing
countries (USA participant of work on Zambia and Botswana).
5.3.1 Internet/web access in developing nations

Internet access is a problem. Participants in the workshop reported that the limited
availability of computers, the lack of access to the internet at work, and erratic power
supplies combined to make reliable access to the internet difficult.
But most questionnaire respondents from developing countries indicated that they
personally had easy access to the internet. Representatives from several countries
(Bosnia & Herzegovina, Cameroon, Colombia, Nigeria, Pakistan, the Philippines and
Uganda) reported that, while they had common or easy access, not everyone in their
country did. The most common venue for accessing the internet was at work,
followed closely by home. Representatives from Kenya and Nigeria listed internet
cafes as their only access portal.

Workshop participants agreed that internet access was limited and varied in their
countries. Some also mentioned that electricity supplies could pose a problem for
computer and internet access:
It is a problem to have access to computers. In our country, public electricity will
vary even if you have a computer. In most cases internet is so slow that by the
time you open a page, you have forgotten why you tried to open it (Kenya).
Interestingly, workshop participants and questionnaire respondents from developed
countries also noted internet access as an issue; however, their concerns were more
about the speed of access than about having no or limited access.
5.3.2 Access to scientific information

Questionnaire respondents from most countries—with the exception of Bosnia &
Herzegovina, Cameroon, Nigeria and Pakistan—reported that their access to journal
articles about research and science, including articles in magazines and newspapers,
was good. Respondents from South Africa and Thailand reported that they did not
have very good access to scientific journal articles, but their access to science
articles in magazines and newspapers was better. Respondents from about half the
countries reported that general access to science stories in articles and magazines
(by anyone) was not easy.
Workshop participants also noted this as an issue, and were also concerned about
journalists’ ability to understand and interpret scientific publications.
5.4 Language and culture issues

In developing countries, most people do not speak English and many countries have
multiple local languages. For example, in Pakistan most people can not read English;
in South Africa there are 11 official languages, including English; and there are 18
official languages listed in India’s constitution. There is an overall identified need to
include information on how to translate science from English into the local language.
Much of science is so badly translated in the local newspapers that it loses its
message. When local researchers do come up with good results, most of it is
published in Western journals and for most science reporters these are still out of
reach. In some languages there are no terms to express scientific concepts, which
means that English becomes the default language.
There was also some discussion about the need to be able to translate science
journalism training materials into different languages.
Workshop participants also thought there needed to be consideration in training of
science journalists of how to connect indigenous knowledge and culture with
scientific knowledge.
5.5 Career opportunities

A presentation about Japan’s Waseda University science journalism program at the
UNESCO workshop indicated that graduates are expected to have career
opportunities as researchers, science teachers, curators, public relations officers,
and journalists specialising in science and technology. However, many workshop
participants were concerned about career opportunities for trained science
journalists, especially given the status issues outlined above.
The questionnaire responses indicated that the projected employment opportunities
for graduates of the proposed science journalism curriculum were varied.
Occupations that were listed by developing country representatives include: science

journalist, mainstream journalist, communication or press officer, information officer,

call centre specialist, and positions in government-funded organisations.
Representatives from developed countries appeared more optimistic about graduates
working in a science journalism field, and also listed museums, media organisations,
educators, public relations and freelancing.
5.6 Lack of support and networking skills

There was some discussion about the isolation of science journalists in developing
countries where there may only be one or two science journalists. There was a
perceived need by workshop participants for support for networking, perhaps through
the World Federation of Science Journalists and associated local science journalism
associations.

6. Needs from science journalism training

6.1 Developing the course
After we presented the broad outline of a proposed UNESCO generic science
journalism course at the workshop (see Appendix A), there was some concern that
the course development process did not include input from developing countries.
One participant argued that this approach was acceptable in the short term:
Developed country experts need to develop this course. No-one from a
developing country can do this. We need to look at courses that have already
been developed (Nigeria).
UNESCO’s Iskra Paneska emphasised that this was an initial step and that future
development would actively involve developing countries through regional
consultations:
The situation varies from region to region and country to country; UNESCO
builds strategic partnerships with a view to help institutional capacity building.
Building the capacity of journalists, including of science journalists, and
promoting to high professional standards is at the heart of UNESCO´s
communication mandate. During the regional consultations there would be an
opportunity for specific inputs which will render the modules locally relevant.
The regional consultations will also provide valuable feedback with regard to
specific training needs and challenges for science journalists in developing
countries.
The overall response to the course outline was positive. However, the need for
further development in a local context was stressed.
6.2 Course content

The UNESCO workshop discussions confirmed that the content outlined in the
generic science journalism curriculum presented (see Appendix A) represented what
was needed in such a course, as also referred to in section 4.4 above.
Respondents to the questionnaire indicated that successful science journalists, with
either a science or journalism background, were expected to develop skills in the
following categories:
• general journalism
• finding science stories
• clear writing
• effective communication
• sourcing information
• understanding science
• ethical science reporting
• networking
Science graduates were also expected to learn the differences between science and
science reporting. However, there was also a heavy emphasis on journalism
graduates learning about science. Other recommended qualities for journalism
graduates included curiosity, patience, critical thinking and accuracy.
Discussions at the UNESCO workshop brought out similar themes:

If you are a good journalist then science journalism is a valuable addition. Most
don’t see science journalism as being different to the general journalism, but it
does need some specialist knowledge… A basic good journalist will need some
additional skills: how do you find science stories, understanding peer review
journals; international and national conferences; checking substantiation of
press statements. We have accept that we need to first understand and give
them confidence to write in the local media about local scientists and local peer
reviewed journals (India).
At the workshop, Ms Hiroko Ueno presented the MAJESTy program from Waseda
University—the first graduate-level program for educating journalists in science and
technology in Japan. The program focuses on five elements: an understanding of
scientific knowledge, professional communication skills, field-based experience,
insight into the role of journalism and the media, and critical thinking competencies.
Others at the workshop talked about programs in their countries and some thought
training for those with a predominantly science background should be separate to
those with a journalism background:
In Latin America, we have two graduate programs in Brazil and Mexico. This
year Colombia is starting graduate programs and they are very similar to the
proposed outline [see Appendix A], but taught differently because of the
participants. There are scientists who are participants and there are
journalists who want to develop skills in science journalists. They need to split
the group to give journalists science skills and scientists journalism skills
(Colombia).
Another suggestion was to get journalists out in the field: “It would be good to
approach local associations and institutions to get scientists willing to be ‘guinea
pigs’. “Overall, workshop participants stressed the need to support local science
journalists in interacting with local scientists.
There was some comment in the workshop about a course being just about science
journalism:
At university level it would be good to have a specialised course with
modules. I wonder if universities would want to specialise just on science
journalism. A more generic journalism course that includes modules on
science journalism, sports journalism, etc., would be useful.
Iskra Panevska mentioned that a UNESCO Model Curricula for Journalism Education
already exists and will be available online as of September 2007.
Workshop participants generally agreed that there was a need for:
1. a 12-month postgraduate course for those with a science background who
want to become science journalists, which would be similar to the outline
presented at the workshop (see Appendix A)
2. modules (sourced from the above course) for working journalists to improve
their science reporting skills, which would be presented part-time or as a
series of evening, or one to five day long workshops
3. modules for undergraduate/cadet journalists in science reporting, which would
also be sourced from the generic course (1.) and presented part-time or as a
series of workshops

6.3 Course delivery

6.3.1 Rate and length
Survey respondents most commonly indicated that the proposed curriculum should
be offered part-time and full-time in an academic institution. The workshop also
looked at other delivery methods such as short courses or workshops:
Journalists will be reluctant to go back to school especially if it costs them
money… In the Arab world there are a number of science journalists in some
countries but in others only a couple. It would be good to gather them together
for a short course and then they go back to their own countries (Egypt).
At the workshop, Mitsutaka Fujita described the Training Course for Science
Journalists established in 2002 by the Japanese Association of Science and
Technology Journalists (JASTJ). Many members of the organisation play a role in
delivering the course. The curriculum consists of 12 lessons over six months (two per
month), which are offered in evening sessions to allow working students to attend.
Many graduates of the program have become freelance journalists and contributed to
Tokyo Shimbun, JST News and JASTJ News.
While many people felt that short courses in both science and journalism could be
effective with working journalists, many people also felt that a one-year program or
longer would be required for a science graduate.
6.3.2 Agents
Overall, universities were recommended as an appropriate level for teaching the
proposed curriculum. See Appendix C for a full list of the institutions recommended
by questionnaire respondents.
Workshop participants recommended that some consideration be given to ‘train the
trainer’ programs that support the implementation of various training courses within
countries.
Some participants suggested that it would be more effective to send journalism
teachers to other countries, rather than start up programs in local universities. Others
thought it would be useful to know what skills in-country presenters needed:
I think it is wonderful to have a place to start with something like this. If
countries are given this content, many could do it. So it would be good to
know what sorts of presenters are needed or what sort of classes could be
used (South Africa).
6.3.3 Materials
Although the web/internet was listed most frequently by questionnaire respondents
as a way of disseminating training materials, four developing countries listed an
alternative method first or did not mention web/internet at all: Pakistan, South Africa,
Nigeria and the Philippines. The representative from Uganda also suggested a
contact media manager to distribute printed material. Other suggested methods for
delivery include on-site training, podcasting, and “integration of media, live web
conferencing, videocasts with offline/online downloadable components structured for
contextual building”.
Many of the workshop participants agreed that online delivery of the curriculum might
not be the most suitable method due to limited or unreliable internet access.

We need to facilitate the introduction of broadband internet to all countries. We

should all work hard to make this happen. We need to make all materials
developed accessible to developing countries.
It was pointed out that the availability of online material did not make the information
any easier to absorb. It was suggested that a mix of tools as well as online tutoring
would be best.
The possibility of memory sticks was proposed for areas where broadband is not
available. However, participants suggested that computer access, in general, might
be a problem.
In Egypt, as an example, many of our media organisations do not have access
to a computer – they don’t have a computer on their desk.
Text messaging was listed as an increasingly popular method of delivering
information.
80 percent of my news is by text messages. The penetration of the mobile
phone is everywhere (India).

7. Complementary activities
7.1 Training scientists
7.1.1 Media skills
Many workshop participants suggested that an ideal course would also incorporate
communication training for scientists:
When we talk about science journalism, we also need to focus on scientists in
developing countries. Most scientists in Pakistan do not have any idea how to
communicate with the journalists. Scientists criticise the journalists when it is
often their own fault in not being able to communicate. We need to improve the
skills of scientists to communicate in a jargon-free language accurately to the
journalists.
Scientists need media training as they can become absorbed in their research.
7.1.2 Undergraduate modules

Some workshop participants thought it would be good if communication modules
could be included in the undergraduate training of science students:
It would be good to have an elective for science students so they understand
how the media operate.
7.2 Press officers

There was discussion at the workshop about the need to train press officers attached
to universities and research institutions in science communication skills, so they can
build a better interface between the scientists and the media. Catherine Mgendi from
the Consultative Group on International Agriculture talked about having good
international media connections:
We have two kinds of training – our spokespeople have media training; and we
are beginning to run programs where we help the public awareness people see
what is going on in the centres. We try and work out their plans; and we try to
get them to think about how they can engage the media in those stories in
relation to the news criteria.
7.3 Mentoring programs for science journalists in

At the workshop, representatives from various organisations provided an overview of
their science journalism mentoring schemes. Many thought that such mentoring
schemes could link with the UNESCO project by providing networking opportunities
and supporting local associations of science journalists.
7.3.1 Evaluating mentoring programs

Evaluation proved to be a useful tool for improving mentoring programs. Jan
Lublinski from Germany said:
We thought we could just take a group of experienced journalists with
inexperienced journalists that this would work, but we realised this did not work
and we only became conscious of this with evaluation.

The importance of monitoring behaviour change was discussed:

Being in touch is a behavioural change, and using various outlets several times
is behavioural change. We don’t give money – they get the trips and network
but they need to make the effort.
Kashmir Hill described the formal evaluation process of the J2J program:
We do training before AIDS conference, then the journalists attend, and we
then evaluate the effects of the training after the conference. We trained them
in journalism skills and HIV knowledge. We gave journalists preparatory
knowledge before they went into the conference. We do an article search after
the conference. We plan to start comparing the work done before and after the
program to see if quantitative improvement in the coverage.
Maintaining ongoing communication research was listed as a major challenge to
evaluation. However, a representative from Kenya indicated having a partner
organisation in the country that the journalists could stay in contact with was effective
for them.
7.3.2 Relationships
Finding new sources and building relationships was listed as a concern for
mentorship programs, but, as mentioned above, is also crucial for training science
journalists to access local scientific sources. Techniques for maintaining dialogue
between the mentors and mentored were discussed.
We have learnt that you need additional activities, which is why we have an
online tutor. We will have additional strategies such as training of trainers;
national associations of science writers – it is constant work to keep people
online. I see the necessity for good public relations to help journalists.
Having a person dedicated to one forum is important for sustainability. We bring
in mentors who are regional and continue to run the email lists – they are really
dedicated to keeping conversation going. They are always bringing in new
materials. We build into our budgets a helpdesk person. Conferences like this
are so effective at building the bridges between these programs. There is a lot
of overlap and opportunity to bring networks together.

8. Recommendations
We make the following recommendations for developing and implementing a
successful generic science journalism course for developing countries.
8.1 Develop a generic one-year postgraduate course

We recommend developing a one-year postgraduate course, especially targeting
scientists who want to get into science journalism. This course could also be taken by
journalists wanting to further develop their journalistic skills and specialise as a
science journalist, even without undergraduate qualifications.
The course would be further developed in liaison with universities, media agencies
and the local science journalism association in developing countries through a
process of UNESCO regional consultations and ongoing liaison and negotiation.
The course would be delivered by local universities or other appropriate agencies
using a mix of methods for distributing course materials, including online, printed and
new media. Lecturers may need to be trained to deliver the course through an online
program and/or workshops.
The content of this course should be similar to that developed in this project and
outlined in Appendix A, and should include more on:
• networking skills
• interview confidence-building skills
• connecting indigenous and scientific knowledge
8.2 Make modules available to working journalists

We recommend that modules from the generic one-year postgraduate course that
are specific to the reporting of science, as opposed to general journalism skills, are
further developed in local regions. These modules should be made available to
working journalists on a part-time or a short-course basis. Delivery of these modules
is likely to require a ‘train the trainer’ program.
8.3 Promote modules to become part of existing

undergraduate journalism courses
We recommend that UNESCO work with identified universities to develop a module
or series of modules on reporting science for incorporation into existing courses for
journalists at universities and other institutions.
8.4 Train scientists in media skills

We recommend that UNESCO supports a program to train scientists in media skills
in developing countries. This could be implemented through a ‘train the trainer’
program that uses the resources and format of workshops already developed, to train
local people to run their own workshops.
Media skills training workshops, especially designed for scientists, have been run
successfully in many countries, including Australia and South Africa.

8.5 Support networks and training of science

communicators / press officers
We recommend that UNESCO conduct regional surveys to identify science
journalists/communicators and press officers who could become part of regional
networks. The networks would need to be supported, but would in turn support
science journalism by:
• looking at ways to improve the links at a local level between scientists and
journalists
• training press officers in understanding and communicating science to
journalists
• developing professional skills in communicating about science, including
through the media
In some areas it may be useful to establish a network for all people interested in
science communication, in order to ensure the vigour of the network. In Australia, for
instance, there are not have enough science journalists to sustain their own network,
but a general network involving journalists, communication officers, media officers,
scientists, editors and others has worked well.
8.6 Support regional networks of journalists

We recommend that UNESCO continue discussion with the World Federation of
Science Journalists and local associations of science journalists to support:
• input into further development of science journalism courses
• regional networking of science journalists
• professional development workshops for science journalists, run on a regional
basis
• mentoring programs between science journalists from developed and
• providing career advice to science journalism graduates
• access to regional resources and research organisations
8.7 Work with media agencies

We recommend that UNESCO work with regional media agencies to better position
science and the role of the science journalist in the media. This will mean meeting
with editors, directors and producers and could form part of regional workshops.

Appendix A: Draft generic science journalism

outline
Course objectives
4. WRITING AND REPORTING SKILLS: To develop a high quality and intensive
science journalism course for students in science writing and broadcasting
that teaches clear explanations, messages and story telling
5. CRITICAL THINKING: To produce a curriculum that includes methods for
teaching students critical thinking about scientific issues and controversies so
they can judge the value of competing arguments
6. MEDIA UNDERSTANDING: To increase understanding of how the media
operates and how science news, features and editorial can be produced
without compromising the quality of the scientific information
7. NETWORKING: To provide a basic and flexible science journalism course
that can be further developed as those using it provide input and share ideas
8. ACCESSIBILITY: To provide access to international ideas and practices
Target audiences
The one year curriculum is targeting science, social science and humanities graduate
and undergraduate students in developing countries. These could be journalism or
science students or graduates in either area. Given that many in developing
countries are likely to science students/graduates, the model curriculum will
emphasise interview and writing skills.
Project outcome
The result of this project is a generic science journalism curriculum that can be
distributed by UNESCO/UNITWIN to Chairs and other networks, and which can
easily be taught by lecturers with a range of backgrounds. It will have the flexibility to
be adaptable to local circumstances and the skills and abilities of students from
different cultures and experiences. It will be capable on being delivered on-line.
Given this outcome, it is essential that the model curriculum is easy to use by people
with limited science journalism skills or background. However, it is important that train
the trainer programs or backup training is available for those who have not already
taught science journalism or science communication.

Course outline
The following modules would be taught over 2 X 13 week semesters with one two
hour class per week. Modules 4 and 5 would be taught throughout both semesters in
the second hour of each session, since they emphasise skills development. The
arrangement of modules across semesters still needs to be determined.
Module 1: The context

Key Messages
1. The institutional context of science means that effective science journalists
must intersect with scientific institutions
2. Science and scientific values differ from those of journalism and the
communication fields. Acknowledging and working strategically with these
differences is crucial for building working relationships between scientists and
journalists.
3. While science is global, its impacts and work can be local. Working between
the global and the local means covering as broad a range of stories as
possible and seeing local stories as part of the global story of science.
4. The ethics of science journalism include standard journalistic ethics as well as
recognising the particular issues that arise in the context of science.
5. Science journalism works within legal frameworks specific to the country or
state in which it operates. It is affected by regulations on how science is
reported, and media legislation relevant to issues such as libel, defamation,
and freedom of information.
Components:
This module is comprised of ten one hour lecture sessions with associated
research/practical activities:
1. The institutional context of science: Students will examine the institutional
nature of science with reference to specific institutions and infrastructure in
their local region.
2. The nature of science and science journalism Part 1: Students will
contrast the norms and culture of science with the values and culture of
journalists. What are the differences in the way they approach their work?
This session will compare developed and developing countries and will look
at the role of science journalism and its function in society.
3. The nature of science and science journalism Part 2: Students will
continue the look at the themes in Part 1 with a focus on examining what it
meant by ‘balance’ and ‘objectivity’.
4. Local science and local knowledge: Students will look at local scientific
knowledge and its relevance to local audiences, as expressed through the
media, lay experts and government involvement. This section will also look at
ways to develop relationships between scientists and journalists.
5. Models of science communication: Students will view the current
theoretical frameworks for understanding science communication, including
the theory of how information can be provided, how it is interpreted and
understood, and how the public will engage with different forms of
information.

6. Popularisation and its perils: Students will explore ways scientists can be
encouraged to communicate about their work, and how these activities can
have a negative effect on their career. This session will also look at the
impact of being a successful science journalist.
7. Evaluation of media coverage: Students will look at methods for assessing
the impact of media coverage on audiences in terms of understanding,
awareness and attitudes.
8. Legal frameworks: Students will learn about typical legal frameworks
affecting the communication of science in the media with particular reference
to their local situations.
9. Risk and responsibility: Students will discuss the nature of ‘risk’ and
uncertainty in the reporting of science and the responsibilities of the scientist
and the journalist when reporting about risk.
10. The ethics of science journalism: Students will review typical generic ethics
for journalists and how these need to be expanded or detailed to consider
issues relevant to the reporting of science.
Format
This module would be taught as one hour lecture/discussion sessions throughout
both semesters of the course. Module materials would consist of printed scholarly
articles, relevant case studies, and practical assignments as described below. It will
also incorporate visiting speakers where relevant.
Assignments
Assignment #1
Gather names and contact details for key science institutions in your region and
include information on each institution according to range of research, funding
sources and media activity and profile.
Assignment #2
Investigate how local science organisations communicate with the ‘audiences’ for
their research and what role media plays in this communication.
Assignment #3
Interview 3 local scientists. Ask them about their work and the impact it might have
on ordinary people; and find out their attitudes and beliefs about communicating their
work through the media.
Assignment #4
Collect newspaper articles on a recent scientific development or debate and analyse
the messages in the articles using content analysis techniques.
Module 2: Arenas of science journalism

Key Messages
1. Science journalism can take many forms and can be distributed through a
variety of outlets
2. Science journalism can have a variety of objectives that include informing,
educating, creating debate and dialogue, preparing people for change,
involving the general public and providing critical investigation and analysis

3. Reporting styles will differ according to the needs of the particular media
(radio, TV, print, internet); and whether the story is news, features, current
affairs or editorial
4. There are a variety of traditional and new media outlets for reporting science
Components:
This module is comprised of five one hour lecture/discussion sessions with
associated research/practical activities:
1. The forms and outlets for science journalism: Students will discuss and
research the various local, national and international forms and outlets for
science journalism. They will identify the varying aims of a science journalist
working in these different outlets.
2. Making science news: Students will explore how science is reported in the
news through print, radio, television and the Internet.
3. Making science personal: Students will look at feature/magazine style
stories and how these stories can be used in all forms of the media to make
connections with the audience. This session will also look at the role and
value of editorial science.
4. Investigative science: Students will learn about how to investigate scientific
activities and results in the critical manner typical of current affairs and
investigative journalism. They will explore opportunities for this style of
reporting in their local region.
5. Using the new media: Students will discuss opportunities for using the
Internet and other new media to report science...
Format
This module would be taught throughout both semesters of the course and will be
linked to the more practical sessions of modules 4 and 5. Module materials would
consist of generic lecture information, discussion points, relevant examples of
science journalism through various types of media, and practical assignments as
described below. It will also incorporate visiting journalists to discuss their
experiences in reporting different forms of stories through a variety of outlets...
Assignments
Assignment #1
Students will make a list of organisations which employ scientists. How many people
work there? Add in another column on the science that is done in each institution.
What problems are they trying to solve? Chose which pieces of work would most
interest the people living in your country/region.
Assignment #2
Students will critically review the aims of and differences between news, current
affairs, and editorial and feature science journalism using examples in their region
Module 3: Good practice in science journalism

Key Messages
1. Science journalists play an important, but challenging role in bridging the gap
(and potential conflict) between scientists and non-scientists

2. Scientific and journalistic aims may differ, but there are some techniques that
can minimise conflict and create rapport
3. Science stories vary in their newsworthiness for various reasons
Components:
This module is comprised of seven one hour lecture sessions with associated
1. Qualities of a effective science journalism: Students will learn the qualities
of effective science journalism, such as considering the audience,
researching the topic, asking the right questions, considering different points
of view, etc
2. Finding the real science news: Students will (a) identify ‘good’ and ‘bad’
science, and be able to distinguish real science news from corporate spin,
through an introduction to science in the social context and the scientific
method. Students will (b) recognise the key ingredients for a good science
story - in the news, features and current affairs – including (c) how to
appropriately balance conflicting views
3. Knowing the audience: Students will be taught the importance of
understanding how to make science relevant and appealing to the audience –
particularly poor urban and rural communities; research will focus on local
examples; the importance of framing science in the social context will be
emphasised
4. Understanding the data: Students will learn what science they need to know
to be good science journalists; they will also learn basic skills in interpreting
statistics, probability estimates and data from scientific research
5. Risk communication: Students will discuss issues in reporting levels of risk
and technical uncertainty and how to best deal with such issues. This will
include looking at how scientists deal with risk.
6. The rights and responsibilities of the science journalist: Students will
consider the rights and responsibilities of the science journalist and gain
confidence to report science in a critical and analytical way
7. The rights and responsibilities of the interviewee: Students will discuss
the rights and responsibilities of the scientist (interviewee)
Format
This module would be taught throughout the first semester of the course... Module
materials would consist of printed scholarly articles, examples of science journalism
through various types of media, and practical assignments as described below. It will
also incorporate visiting speakers (scientists and journalists) to discuss the
challenges in their work and experiences with science journalism.
Assignments
Assignment #1
A critical analysis of science journalism in the local media: What is the story about?
What is the main point? Why should the audience be interested? Do you understand
the explanations of the science?
Assignment #2

Write three pieces of science journalism on the same topic, but written for different
audiences.
Assignment #3
Choose a local audience and research their current level of science literacy, interest
in science and awareness of local science issues.
Module 4: Sourcing stories and interview skills

Key Messages
1. Finding stories requires a real interest in the subjects that journalists
encounter and a willingness to learn and search out relevant topics from a
variety of sources including the Internet, personal contacts, other media,
media releases etc
2. The centre of every journalistic enterprise is the ability to ask questions and
explore every aspect of a subject and to keep asking: what does that mean?
How does that work? What implications does it have for ordinary people? And
how does that fit with what else is known?
3. Different ‘sources’ of stories have varying reliability and credibility. It is
important to check sources and their facts, even respected sources.
4. A science journalist needs to keep an open mind and listen and record
different views and arguments in a scientific issue. The neutral posture is
central to journalism and vital to society.
5. The key principle when conducting interviews is trust; the subject of your
interview should know who you are and what you are working on for what
outlet.
Components:
This module is comprised of eight one hour discussion and practical sessions that
follow the more theoretical one hour lecture/discussion sessions of other
components.
1. Finding stories: Students will learn techniques for identifying potential
stories and sources to interview on those stories
2. Evaluating sources: Students will discuss techniques for evaluating the
credibility and reliability of interviewees and other information sources
3. Preparing for an interview: Students will learn and apply techniques for
developing questions and researching the interviewee prior to the actual
interview
4. Conducting the interview – Part 1 News interviews: Students will be
taught the importance how to conduct a respectful interview for print, radio,
TV or electronic news and still get the desired information
5. Conducting the interview – Part 2 Feature/magazine interviews: Students
will learn and apply techniques for conducting feature/magazine interviews for
print, radio, TV or electronic outlets
6. Conducting the interview – Part 3 Investigative reporting: Students will
learn and apply the skills of investigative reporting for various media outlets
7. Following up and interview: Students will look at what should be done after
the interview process to put the story together

8. Trouble shooting: Students will learn skills in dealing with difficult

interviewees or interview situations
Format
This module would be taught throughout both semesters of the course. Module
materials will largely consist of tips and practical assignments. Every session outlined
above will include a practical exercise which will be started in class but completed as
an assignment after the class.
Module 5: Writing clear stories and scripts

Key Messages
1. News is what is important, interesting or both. It is written in a different way
(inverted pyramid) to scientific reports or feature stories.
2. Science journalists are the ‘honest broker’ in reporting information rather than
the ‘authority’.
3. The best science story combines the human angle with the factual data and
uses real examples relevant to the audience.
4. Different types of stories – news, feature, current affairs – have different
formats, which will also vary with the type of outlet (print, radio, TV, electronic)
that the story is being produced for.
5. Stories need to be written with the specific audience in mind, which will
influence language, style and format.
6. Accuracy is paramount in writing scientific stories. Science journalists need to
be continually vigilant in checking the facts.
Components:
This module is comprised of 18 one hour discussion and practical sessions that
follow the more theoretical one hour lecture/discussion sessions of other
components.
1. Checking for accuracy: Students will discuss and apply techniques for
ensuring their science stories are accurate and meet the needs of the
specified media audience
2. Clear writing: Students will learn skills in translating science into the
language of their specified audiences
3. Writing news stories: Students will learn the basic format of news and how
this applies to the print, radio, TV and electronic media
4. Writing newspaper news Part 1: Students will discuss and apply techniques
for reporting science news in newspapers
5. Writing newspaper news Part 2: Students will continue to apply techniques
for reporting science news in newspapers
6. Writing and producing radio news Part 1: Students will discuss and apply
techniques for reporting science news in the radio
7. Writing and producing radio news Part 2: Students will continue to apply
techniques for reporting science news in the radio
8. Writing and producing TV news Part 1: Students will discuss and apply
techniques for reporting science news in TV

9. Writing and producing TV news Part 2: Students will continue to apply

techniques for reporting science news in TV
10. Writing electronic news Part 1: Students will discuss and apply techniques
for reporting science news on the Internet and through other new media
sources
11. Writing newspaper news Part 2: Students will continue to apply techniques
for reporting science news through new media
12. Writing magazine/newspaper features: Students will discuss and apply
techniques for writing feature articles for newspaper or magazines
13. Writing and producing radio programs and features Part 1: Students will
discuss and apply techniques for producing radio program and features
continue to apply techniques for producing radio features/programs
15. Writing and producing TV programs and features Part 1: Students will
discuss and apply techniques for producing TV program and features
continue to apply techniques for producing TV features/programs
17. Writing investigative stories Part 1: Students will discuss and apply
techniques for writing investigate stories
18. Writing investigative stories Part 2: Students will continue to apply
techniques for writing investigative stories
Format
This module would be taught throughout both semesters of the course. Module
materials will largely consist of tips and practical assignments. Every session outlined
above will include a practical exercise which will be started in class but completed as
an assignment after the class and/or in additional tutorial sessions.
Module 6: Getting the story out

Key Messages
1. Science journalism like all journalism is a collaborative effort. It is essential
that science journalists learn to work with others - sub-editors, editors, news
directors, photographers, camera people, etc
2. Adding visuals (photographs, diagrams, illustrations, etc) to your story will
make it more attractive to editors and news directors, but more importantly
will help explain your story to the audience
3. Inaccuracies may creep into your stories during the sub-editing process. If
these are likely to adversely affect your audience’s understanding, attitudes
and behaviour, then it is important that you work with your interview sources
and media outlets to correct such misconceptions.
4. There are major scientific stories in developing country that should be
reported. These include issues such as: HIV/AIDS, neglected diseases,
sanitation, climate change, agricultural production etc
5. Science journalism offers a range of job opportunities in developing countries.

Components:
This module is comprised of four one hour lecture sessions with associated
1. Working in a collaborative environment: Students will look at how media
teams work and techniques for fitting within those teams.
2. Using visuals to enhance your story: Students will look at how visual
material can help sell a story as well as explain complex ideas to the
audience.
3. Dealing with inaccuracies: Students will discuss ways of dealing with
serious inaccuracies in stories that need to be corrected.
4. Work opportunities: Students will look at current scientific issues in their
local region and employment opportunities
Format
This module would be taught as one hour lecture/discussion sessions throughout
both semesters of the course. Module materials would consist of printed scholarly
articles, relevant case studies, and practical assignments as described below. It will
also incorporate visiting speakers where relevant.
Assignments
Assignment #1
Choose one local media outlet and investigate how teams work within that outlet to
produce stories. Who does a journalist report to? How do they work together?
Assignment #2
Choose one of your newspaper stories and provide accompanying visual material
that would help support and explain the story.
Assignment #3
Identify potential science story topics and media outlets in your region

Appendix B: UNESCO workshop program

Workshop objectives
1. Discuss the training, mentoring and support needs of science journalists in
2. Review and discuss the initial results of a UNESCO project to develop a generic
science journalism course for developing countries
3. Discuss current mentoring programs for developing country science journalists
and future opportunities for collaboration
4. Hear of the experiences and learning of teachers of science journalism
Participants
Experts from both developed and developing countries were invited to participate in
this workshop. Conference delegates were also invited to participate in the workshop.
Facilitation
The workshop was chaired by Toss Gascoigne who is working on the UNESCO
project.
Jenni Metcalfe, also working on the UNESCO project, recorded presentations and
discussions and used this information to further facilitate discussion during the
workshop.
Melanie McKenzie and Joan Leach, who are also working on the UNESCO project,
supported the organisation and facilitation of the workshop and participated in
discussions.

Workshop outline
Welcome, participant introductions
Video address by Dr Abdul Waheed Khan, UNESCO’s Assistant
Director-General for Communication and Information
Panel discussion of challenges to and key ideas for teaching science
journalism; initially there will be questions from the Chair to the panel,
followed by questions and comments from the floor.
Takeshi Tanikawa, program manager of Master of Arts
Program for Journalist Education in Science and Technology,
Waseda University, Japan
Professor Philip Hilts, Center for Science and Medical
Reporting, Boston University, USA
Marina Joubert, Convenor of workshops for journalists in South
Africa, Southern Science
Hiroko Ueno is a graduate student of MAJESTy (Master of Arts
Program for Journalist Education in Science and Technology),
Waseda University.
Mitstaka Fujita, Japanese Association of Science & Technology
Journalists
Present UNESCO draft outline of one year course for science
journalists in developing countries – Jenni Metcalfe, Philip J Hilts,
Joan Leach, Toss Gascoigne, Melanie McKenzie
Questions and initial discussion on draft outline
Structured discussion of draft UNESCO outline presented (including
discussion of any shortcomings and prioritisation exercise by
representatives from developing countries)
Mentoring programs for science journalists in developing countries –
short presentations (8 mins) about current programs by:
Gervais Mbarga, SjCOOP Mentoring Programme run by World
Federation of Science Journalists
Julie Clayton, SciDevNet, UK
Kashmir Hill, National Press Foundation and J2J, USA
Catherine Mgendi, Consultative Group on International
Agriculture (CGIAR)
Jan Lublinski, Bertelsmann Foundation, Germany
Discussion of training, mentoring and support needs of science
journalists in developing countries
Where to from here? Jenni Metcalfe sum up

Appendix C: WCSJ questionnaire and results

Q1. Which country are you from?
A total of 23 questionnaires were received from representatives in 16 different

countries, of which 13 are considered developing nations. Hong Kong, while part of
China, has been categorised as a developed nation for purposes of this study.
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Q2. Please circle the most important form of media in your country: print (magazines,
newspapers), radio, television, internet
Table 1. Most important forms of media

print Radio television internet
Developing (n=16) 9 6 6 6
Developed (n=7) 2 2 4 4
TOTAL (n=23) 11 8 10 10
Note that the total number of responses overall is more than 23 as people were
permitted to circle more than one option.
Q3. How many science journalists work in your country?
Table 2. Estimated number of science journalists in country

0-10 11-50 51-100 101-1000 1001+
Developing (n=13) 5 4 0 2 3
Developed (n=5) 1 1 0 2 0
TOTAL (n=18) 6 5 0 4 3
Q4. If you can, please estimate the number of journalists who work in… newspapers
and magazines, radio, television, internet.
Table 3. Estimated numbers of newspaper/magazine journalists in country

0-10 11-50 51-100 101-1000 1001+
TOTAL (n=14) 5 3 1 3 2

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Table 4. Estimated numbers of radio journalists in country

0-10 11-50 51-100 101-1000 1001+
TOTAL (n=14) 8 2 1 3 0
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Table 5. Estimated numbers of television journalists in country

0-10 11-50 51-100 101-1000 1001+
TOTAL (n=14) 8 2 1 3 0

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Table 6. Estimated numbers of internet journalists in country

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TOTAL (n=12) 5 2 2 2 1
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Q5. What sort of jobs would graduates of this course be able to get?
Developing nation responses

• Communication Offices in Research Institutes
• background in science- skills of Journo. Journos no science background-
science knowledge
• journalism skill for scientists + knowledge for those who background is
journalism
• Lucky ones get into mainstream media. Most go to co-operatives
• Science journalists, science communicators, PIO
• senior journalists/editors/communicators, press office

• specialised journalists in the field of science and other publication institutions

• Government funded organisations
• call centre specialists/ analysts
• none in science journalism
• Freelance jobs at media outlets, press officers at uni or research institutions
• Science reporter
Developed nation responses

• Any area in Q4 plus opportunity to specialise in one or two areas
• With science/ media organisations
• Journalists, educators, museums, media, PR, ICT
• reporters, broadcasters, media planners, PR, advertising, marketing
• Freelance… Not many staff jobs
• Very restricted
Q6. What are the three most important things that science graduates need to learn to
be successful science journalists?
Table 7. Developing country responses (science graduates need)

Category Responses
Identifying • what is science news
science stories • getting the best out of a story
• know to get the most important point in story
• Become Good journalists (able to address community
issues)
• Work with others to share issues of public concern and
neighbourhoods
• How the Media works- what is news, etc
• How to pitch material to a certain audience
• looking for stories
• Learn to get in touch with the peoples’ interests and to
smell the news
• know the natural news
Journalism skills • skills of Journalism
and techniques • skills of Journalism
• Rules of Journalism
• journalism
• journalism techniques
• journalism skills
Writing clearly • writing
• writing in plain English
• write in simple language and explain jargon
• How to write a news story
Communicating • can communicate they are understanding
effectively • skills in communication
• timeliness of communication
• How to communicate in plain language
• find a way to create examples to explain science easily
• communicate their work to be understood by others
• grip on the languages
• grip on the art and craft of presentations
• how to use the media right way (radio, internet) to spread

awareness
Sourcing • How to get information
information • internet for research
• How to get information
• interviewing skills
Understanding • sociology of science
science • History of science
• Basic of science
• grip on the subject matter
• how to deal with scientific research
Ethical science • ethics in reporting objectively
reporting • scientific fraud
Networking • networking with media
• networking skills
Differences • to let go of the technisism in science and focus on bigger
between science picture
and reporting • remember that communication is not same as
science experiment
Other • new technologies (like web 2.0)
• widely read
• the importance of emerging economies
• reporting newest scientific research
Table 8. Developed nation responses (science graduates need)

Category Responses
Identifying • understands your audience + your source
science stories
Journalism skills • how to sell themselves + stories
and techniques
Writing clearly • write a good story
Communicating • Clarity
effectively • Succinctness
• explain their story to Grandma (kiss principle)
• how to write
• Language and writing + communication skills
• Plain writing
• correct writing (grammar and science)
• how to hone down words to write scientifically
Sourcing • how to interview
information •
Understanding • fundamental concepts in the main disciplines
science
Ethical science • ethics and code of practice in journalism
reporting • Journalistic ethics
Other • How to deal with non-scientific argument
• appropriate integration of media + collaborative
structures (audience, scientists, editors, etc)
• engage other scientific "communicativeness"
• be aware of world views, cultural, political, economic
perspectives

Q7. What are the three most important things that journalism graduates need to learn
to be successful science journalists?
Table 9. Developing nation responses (journalism graduates need)

Category Responses
Identifying • Report on science by engaging the scientific community
science stories
Journalism skills • Skills of Journalism
and techniques • Basic journalism
Writing clearly • science writing
• Undertake course in writing science stories
Communicating • Good English
effectively • needs to be a good communicator and able to
read/research
• Grip on the languages
Sourcing • How to negotiate with the scientists & get the knowledge
information • How to collect right information about science
• How to get the right information + resources
• research, research
• How to find news in a scientific journal
• always ask. Read about the topic + if doubtful ask an
expert
Understanding • understand the science to be able to write about it.
science • basic principles & method science
• how to deal with scientific information
• basic knowledge of science
• complete appreciation of science
• Dynamics of science
• sociology of science
• History of science
• Basic of science
• know about scientific issues like the palm of their hand
• The scientific process
• Learn how the peer review system works, how science is
created + evaluated, how to tell the real form the unreal
• science knowledge
• has a dictionary with help of experts that has science
jargon meaning
• grip on the subject matter
• what scientists do
Ethical science • scientific fraud
reporting • always be objective- don’t fully trust what scientists say
• how to avoid inaccuracies/bias/over (index) statement
without losing the actual thrust of a science story
Networking • How to gain trust from a few members in scientific
community
• networking with science workers and experts
Other • curiosity of knowing the unknown world
• try to learn and read more
• new technologies (like web 2.0)
• reporting newest scientific research
• Fear not to venture into the unknown

• the importance of emerging economies

• Patience
• equate science with enviro and society
Table 10. Developed nation responses (journalism graduates need)

Category Responses
Identifying • understands your audience + your source
science stories
Sourcing • happy to ask a lot of questions
information • resources
• idea of where to direct questions
• how to find good science
Understanding • scientific method
science • Fundamental concepts in the main disciplines
• understanding of scientific method
• understanding major branches of sciences
• how models work and are applied
• interest in learning about scientific detail
• science method
• scientific methods
Ethical science • how to not blow a story out of proportion
reporting
Networking • engage and listen to scientists
Other • accuracy
• critical thinking
• appropriate integration of media + collaborative
structures (audience, scientists, editors, etc)
• be aware of world views, cultural, political, economic
perspectives
Q8. Do you think that this course should be taught full-time in an institution (like a
university or college), or part time while they are working?
Table 11. Rate of delivery of course

Part-time Full-time Both Either “Other”
TOTAL (n=22) 8 1 8 2 3
“Other” responses:
• depends on circumstances
• Science journalism now being taught in Philippines but is limited to
agricultural science
• To begin with, it may be better taught as a certificate course, during semester
breaks
Q9. What would be the best institution to teach a course like this in your country?
Australia University for the science at least

Australia University
Australia University of Melbourne/RMIT
Australia flexible (depends upon the delivery method – possibly partnerships)

Bosnia & Academy of science and art, School for science and technology –
Herzegovina Sarajevo
Cameroon Schools of Journalism
Somewhere in Ontario or Toronto, but combine journalism with
Canada science schools
Graduate school, Chinese Academy of Science and Hong Kong Uni
China or Shantou University
China Tsinghua University or Chinese Academy of Science
Colombia University
Costa Rica University of Costa Rica
Bosnia & Academy of science and art, School for science and technology –
Herzegovina Sarajevo
Hong Kong The Chinese Uni of Hong Kong
Japan University
Jordan University of Jordan/Jordanian Media centre
Jordan Jordanian Media centre
Kenya Kenya Institute of Mass Communication
Nigeria University
Pakistan Institutes of higher education (universities)
Philippines College of Mass Communication
University, as well as working environment through proper
South Africa arrangements
South Africa University- Pretoria, Stellenbosch, Cape Town
Thailand Chulalongkon University, Thammasat Uni
Uganda Universities, in partnership with newsrooms
Q10. How much additional training do you think science graduates need? How long
would this training take?
Table 12. Duration of additional training for science graduates

<6 months 6 months – >1 year Other
(inclusive) 1 year (inclusive)
TOTAL (n=21) 4 1 12 4
“Other” responses and comments include:

• Science graduated reporters need more skills about communication, writing
and news worth
• Short courses on insights in science journalism
• As much as they can to be a good science journalist
• Internship in the media industry
• Constant workshops on emerging technology
• Rigorous practice of science journalism in media organisations
• Depends on focus, resources, and logistics
• Why not have several levels (cert, diploma, degree, masters)
• Many of the skills learned in science are useful in journalism, but they need to
learn to write and tell stories
Q11. How much additional training do you think journalism graduates need? How
long would this training take?

Table 13. Duration of additional training for journalism graduates

<6 months 6 months – >1 year Other
(inclusive) 1 year (inclusive)
TOTAL (n=21) 1 2 14 4
“Other” responses and comments include:

• Need the knowledge of science. I think training should be case-by-case study.
Setting current science topic and to talk to scientist about knowledge
• Training in the field of science of their work
• Short course on insights in science
• As much as they can to understand basic principles of basic science
• A short course while they are working
• Internship in the science sector
• Rigorous practice of science dedicated to cover only science related material
• A bachelor’s degree in science, they need to understand the scientific
method.
Q12. Which of the following methods would be the best way to make training material
available? (please circle)… on the web/internet, providing booklets and printed
material, providing a DVD or CD with course materials
Table 14. Methods for delivering curriculum

Web/internet Booklets and DVD or CD Other
printed
material
TOTAL (n=21) 18 13 6 4
*Note that respondents were permitted to list more than one option.
Although web/internet was listed most frequently, four developing countries listed a
different method first or did not mention web/internet at all: Pakistan, South Africa,
Nigeria and the Philippines. The representative from Uganda also suggested a
contact media manager to distribute printed material.
Other suggested methods include:

• Podcasting
• Integration of media, live web conferencing, videocasts, offline/online
downloadable components structured for local contextual building
• On site training
Q13. Please tell us about the resources in your country.

(a) Is it easy for you to access the internet?
(b) Is it easy for everyone in your country to use the internet?
(c) Where do you use the internet? At work, at home, other places?
(d) Is it easy for you to find journal articles about research?
(e) Is it easy for you to find science articles in magazines or newspapers?
(f) Is it easy for everyone in your country to find science articles in magazines or
newspapers?

Table 15. Resource availability by country

Country A B C D E F
Australia speed No Work, home very variable Often I don'
t think
hopeless so
Australia Yes Yes Work, home, Yes online Yes Yes
other
Australia Yes Yes speed + Work, home, Yes Yes Yes
access mobile
varies
Canada Very easy Yes Home Yes Yes Yes- public
libraries are
easy
Hong Yes yes for the Work, home yes- in uni yes- in uni No
Kong many setting setting
Japan Yes No Work, home Yes Yes Yes
Bosnia & Yes No Work, home No No No
Herzegovi
na
Cameroon medium No Work, home Not easy Not easy Not easy
China Yes Yes Work, home, Yes Yes Yes
other
China Yes Yes, in Work Yes Yes Can find
medium to them in
big cities science
articles. But
many
articles are
not
scientifically
written
Colombia Yes, in No Work, home, Yes Not always
Bogotá but other
not all
regions
have
access
Costa Rica Yes Yes Work, home, Yes Yes Yes
other
Jordan Yes Yes Work, home, Yes Yes Yes
other
Jordan Yes Yes Work, home Sometimes Yes Not usually
Kenya Yes Quite easily Cyber cafe Yes Yes Yes
Nigeria No No Cyber cafe No No No
Pakistan Common Only Work Not from Not very Not very
but not younger local difficult. difficult. But
easy generation sources, But clear clear articles
only articles are are rare
international rare
Philippines Yes- No Work, Home, No No no
expensive campus
South Yes possible with Both no Yes readership is
Africa the emerging diverse its
internet possible to
cafes subscribe
South Yes No Work, home no Yes No mostly
Africa expensive radio
Thailand yes very No Work, home, No don’t Yes No not to
easy but mobile have much much
bandwidth source
busy in
rush hrs
Uganda Yes No Work, home No Yes No
10%
population
and 40%
journos

Q14. What do you think is the most difficult thing for science journalism training in
your country?
Table 16. Challenges to science journalism training by country

Australia Only a few venues in Aust do it well (QLD, ANU)
understanding audience needs designing + developing effective
Australia training + structures in truly collaborative way
Canada No jobs once trained
Japan low employment opportunities
Bosnia & Don’t have any strategy developed concerning science or science
Herzegovina journalism
Cameroon Pedagogical tools for field production
China experienced trainers
the funds, as students may require financial support especially in
China less developed areas
Colombia getting students and convincing editor to run a story
There is only one short course (one semester) that is more about
Costa Rica PR than science journalism
Jordan There is nothing difficult
Kenya lack of curriculum
Nigeria absence of training materials and resources
No jobs for science journalists - as it is classed as a extra
Pakistan journalists activity
Philippines resource permission, and funding
the interest is not there as it needs to be developed by aspiring
South Africa journalists
Motivation because they will not find jobs as a science journo
South Africa easy
Thailand Time, Our job always busy. I' m not sure most reporters can join in
Uganda Access to internet/info

Appendix D: Workshop participants

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Developing A Science Journalism Course For Developing Countries

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Developing a science journalism

course for developing countries

A report on the UNESCO workshop and

Report produced by:

in association with The University of Queensland and Boston

Developing a science journalism course for developing countries

Appendix A: Draft generic science journalism outline ................................................19

Developing a science journalism course for developing countries

Developing a science journalism course for developing countries

2.2 Background to project

The objectives of the project are as follows:

Developing a science journalism course for developing countries

2.3 First steps

Developing a science journalism course for developing countries

3. Activities at the 2007 World Conference of

3.3 Presentation of workshop results

Developing a science journalism course for developing countries

4. Training in science journalism

4.2 The number of science journalists

4.3 Training scientists in journalism

Developing a science journalism course for developing countries

4.4 Training journalists in science

Developing a science journalism course for developing countries

5. Challenges in science journalism training

5.1 Low status of science journalism

5.1.1 Competition with reporting on crime and politics

5.1.2 Dominance of health in science reporting

5.1.3 The balance of power between journalists and scientists

Developing a science journalism course for developing countries

5.1.4 Science as a specialisation

5.2 Finding local stories

5.3.1 Internet/web access in developing nations

Developing a science journalism course for developing countries

5.3.2 Access to scientific information

5.4 Language and culture issues

5.5 Career opportunities

Developing a science journalism course for developing countries

journalist, mainstream journalist, communication or press officer, information officer,

5.6 Lack of support and networking skills

Developing a science journalism course for developing countries

6. Needs from science journalism training

6.2 Course content

Developing a science journalism course for developing countries

Developing a science journalism course for developing countries

6.3 Course delivery

Developing a science journalism course for developing countries

We need to facilitate the introduction of broadband internet to all countries. We

Developing a science journalism course for developing countries

7.1.2 Undergraduate modules

7.2 Press officers

7.3 Mentoring programs for science journalists in

7.3.1 Evaluating mentoring programs

Developing a science journalism course for developing countries

The importance of monitoring behaviour change was discussed:

Developing a science journalism course for developing countries

8.1 Develop a generic one-year postgraduate course

8.2 Make modules available to working journalists

8.3 Promote modules to become part of existing

8.4 Train scientists in media skills

Developing a science journalism course for developing countries

8.5 Support networks and training of science

8.6 Support regional networks of journalists